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Abstract

I've spent my summer "vacation" reading wonderful articles by clinicians, critical legal theorists, and fellow travellers about lawyering and teaching for an anthology I'm editing, entitled Critical Lawyering. Having dumped my caseload on my long suffering colleague, I've had a bit of time to do what I'm always asking of my students, but do so little of myself: reflect upon how to be a better lawyer. Given all of this theory that I supposedly have mastered, have I actually changed the way I do things? What do I do differently? I've concluded that my teaching and lawyering have changed over the fourteen years I've been in this business, but probably not enough. Some changes relate to concerns that might be characterized as mundane; some go to paradigmatic issues of lawyer-client-teacher relationships. For what it's worth, this essay discusses the changes that may be of general applicability. In a sense, they fall into the category of "things I wish someone had talked with me about when I started teaching." But more importantly, I think they demonstrate the struggle, in which all clinicians engage, to integrate theory into practice. I hope that this essay will spark readers to submit their own reflections, since this law review is intended to be, in clinical tradition, as interactive as a law review can be.

Publication Title

Clinical Law Review

Volume

4

Issue

1

First Page

235

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